Abstract
Background: Due to the complexity of pharmacology as a discipline, it is important to develop innovative methods to improve student performance. Computer-assisted learning (CAL) may play an important role in any instructional situation, whether practical or theoretical. CAL deals with a range of computer-based packages, which are focused on to provide interactive instruction usually in a specific subject area. CAL projects are designed in such a way that it helps to provide students with an alternative to traditional lectures.

Aims and Objectives: The objectives of the study were (i) to assess the change in knowledge level with CAL and lecture-based learning (LBL) and (ii) to assess students’ perception about CAL and LBL.

Materials and Methods: A quasi-experimental study was carried out among undergraduate medical students in pharmacology. The study was carried out using Ex-Pharm T 1.0 Software, Animation Software, and Questionnaire cum Feedback form.

Results: The mean score for test followed by lecture was 5.93 ± 0.82 while for the mean score for test followed by CAL was 8.89 ± 0.98. The test mean score was significantly higher (P < 0.05) for test followed by CAL as compared with lecture. The students’ perception total score as well as mean score was higher for CAL as compared with the lecture, but the difference in score was not statistically significant (P = 0.094).

Conclusion: There is a significant improvement in the knowledge level of students with CAL. The students’ perception score for all the item analysed is greater for CAL than LBL.

Key words: Computer-assisted Learning; Lecture-based Learning; Medical Education; Teaching-learning Methodology